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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Global Education Journal EDUCATUM: Scientific Journal of Education Bayan: Jurnal Studi Islam dan Humaniora Al-Qalam: Jurnal Pendidikan Bahasa Arab
Muhammad Fariq Heemal Attruk
International Islamic University Malaysia
Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Arabic as an Epistemological Foundation of Islamic Education and Qur’anic Exegesis Muhammad Fariq Heemal Attruk; Budi Satriadi; Nisak Ul Mujahidah
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.328

Abstract

This article examines Arabic as an epistemological foundation of Islamic education and Qur’anic exegesis. Moving beyond instrumental and symbolic conceptions of language, it argues that Arabic functions as an epistemological medium through which Islamic knowledge is constructed, Qur’anic meaning is produced, and interpretive authority and validity are established. Employing a conceptual integrative literature review, the study synthesizes scholarship from Arabic linguistics, Qur’anic studies, and Islamic education to demonstrate that meaning, authority, and epistemic legitimacy are linguistically mediated through Arabic semantic, syntactic, rhetorical, and phonetic structures. The analysis further highlights the epistemic consequences of detaching Islamic education from Arabic linguistic competence. While translation and multilingual pedagogical practices broaden access to religious knowledge, they necessarily involve interpretive transformation rather than semantic equivalence, with implications for depth of understanding, interpretive plurality, and epistemic accountability. Drawing on illustrative insights from non-Arabophone Muslim societies, the article clarifies how linguistic mediation becomes particularly visible in multilingual educational and interpretive contexts. By reframing Arabic from an auxiliary component to an epistemological foundation, this study contributes to contemporary debates on language, interpretation, and education in Islamic studies and offers a conceptual framework for critically evaluating pedagogical and interpretive practices within an increasingly mediated religious landscape.
Generative AI in Arabic Grammar Learning: A Critical Review of Pedagogical Benefits and Linguistic Limitations Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.493

Abstract

The rapid development of generative artificial intelligence (AI) has significantly influenced Arabic language education, particularly in the learning of nahwu (syntax) and shorof (morphology). This study aims to critically examine the pedagogical benefits and linguistic limitations of generative AI in Arabic grammar learning through a narrative literature review approach. The study analyzes recent scholarly works on AI-assisted Arabic language instruction and grammatical analysis. The findings reveal that generative AI supports independent learning, provides immediate feedback, and increases learner engagement. However, persistent limitations remain in handling complex syntactic structures, contextual ambiguity, and accurate grammatical interpretation. The review also highlights concerns regarding learners’ overreliance on AI and the continuing need for teacher supervision. The study concludes that generative AI should function as a supportive instructional tool rather than a fully autonomous learning authority in Arabic grammar education.
Critical AI Literacy in Arabic Language Education: Rethinking Teacher Roles, Ethics, and Curriculum in the Age of Generative AI Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1714

Abstract

This study examines the growing role of generative artificial intelligence (AI) in Arabic language education and highlights the increasing need for critical AI literacy among learners and teachers. While AI tools offer opportunities to support grammar learning, vocabulary development, writing practice, and independent learning, concerns remain regarding accuracy, overreliance, academic integrity, and the decline of critical thinking. The study aims to explore the need for critical AI literacy in Arabic language learning, examine the changing role of teachers, identify institutional and ethical challenges, and propose a conceptual framework for future practice and research. A Narrative Literature Review (NLR) approach was employed to synthesize and critically interpret relevant studies. Literature was collected from Scopus and Google Scholar, resulting in 26 primary studies that were analyzed through thematic synthesis. The review identified six major themes: critical AI literacy as a pedagogical necessity, the repositioning of teachers, infrastructure and policy challenges, academic ethics and integrity, teacher professional development and AI-responsive curriculum design, and the development of a critical AI literacy framework. Based on these findings, the study proposes a preliminary framework consisting of evaluative linguistic skills, awareness of AI limitations, human–AI collaboration, the use of morphology-aware and adaptive AI tools, and the integration of digital technologies with sound pedagogical practices. The study concludes that effective AI integration in Arabic language education requires critical engagement, informed human judgment, teacher preparedness, and context-sensitive educational policies.
The Role of Islamic Boarding Schools in Instilling the Basis of Arabic as the Foundation of Islamic Religious Education in Indonesia Muhammad Fariq Heemal Attruk
BAYAN: Jurnal Studi Islam dan Humaniora Vol. 2 No. 1 (2026): Januari 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/bayan.v2i1.85

Abstract

Islamic boarding schools (pondok pesantren) play a strategic role in the development of Islamic Education (PAI) in Indonesia, particularly by establishing Arabic language proficiency as a foundation for Islamic literacy. Arabic is not merely treated as a linguistic subject; it is positioned as an epistemological prerequisite for accessing primary sources of Islamic teachings, such as the Qur'an, hadith, and classical texts. This article aims to synthesize narratively the findings of research related to the role of Islamic boarding schools in instilling Arabic proficiency as the basis for Islamic Education in Indonesia. This study employs a Narrative Literature Review (NLR) approach, examining literature sourced from the SCOPUS, GARUDA, and Google Scholar databases. The literature was selected purposively based on its relevance to the context of pesantren, Arabic language learning, and its connection to PAI comprehension. The analysis is conducted through narrative synthesis to identify patterns in findings, learning mechanisms, and the epistemological implications of Arabic within pesantren education. The review reveals that pesantren consistently position Arabic as the epistemological foundation of PAI through the mastery of syntax and morphology (nahwu and sharaf), the habituation of reading classical texts (kitab kuning), the creation of an Arabic-language environment (bi'ah lughawiyyah), and the integration of Arabic into the curriculum and religious activities. Proficiency in foundational Arabic demonstrably has a direct implication on the quality of students' religious understanding, the formation of religious character, and their intellectual readiness for advanced Islamic studies. This article concludes that strengthening Islamic Education in pesantren is inseparable from reinforcing Arabic language proficiency as both a foundational discipline and the primary medium of religious learning. These findings carry significant implications for the development of policy and practice in pesantren education and open avenues for further research concerning the relationship between Arabic proficiency and PAI outcomes across various pesantren models.
Why AI Struggles to Understand Arabic Grammar: A Techno-Pedagogical Review of Computational and Linguistic Challenges Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
EDUCATUM: Scientific Journal of Education Vol. 4 No. 2 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i2.223

Abstract

Generative artificial intelligence is increasingly used in Arabic language education, yet its performance in understanding and processing Arabic grammar remains markedly inconsistent. This narrative review examines why AI systems struggle with Arabic grammar and explores the pedagogical implications of these computational limitations. Drawing on 26 primary studies published between 2020 and 2026, the review identifies five interconnected linguistic challenges: the non-linear root-and-pattern morphology of Arabic, the routine omission of diacritics that obscures grammatical case, extensive dialectal diversity, persistent data scarcity, and the syntactic complexity of the i'rab case system. Empirical evidence shows that even advanced models perform substantially worse on morphological and syntactic tasks than on surface-level tasks, with GPT-4o achieving only 67 percent accuracy on Arabic grammar benchmarks and Arabic-specific models scoring considerably lower. The review demonstrates that the structural features of Arabic that make natural language processing difficult are precisely the features that pose risks for learners who depend on AI without critical oversight. These risks include the formation of misconceptions, overreliance on AI-generated outputs, and the erosion of critical thinking and teacher expertise. The findings suggest that effective AI integration in Arabic grammar instruction requires a Human-in-the-Loop approach, targeted teacher training, and the development of critical AI literacy among learners
Efektivitas Storytelling dan Role-Play dalam Pembelajaran Bahasa Arab di MI/SD Indonesia Muhammad Fariq Heemal Attruk; Budi Satriadi
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.138

Abstract

Learning Arabic in Indonesian Islamic elementary schools is often teacher‑centred, with low student motivation and little active language use. Storytelling and role‑play are seen as promising, but solid evidence is still scattered. This article reviews and critically evaluates existing studies on both methods. A narrative literature review was done by searching Scopus and Google Scholar for 2016-2026. After applying clear inclusion criteria, seven empirical studies on MI/SD students in Indonesia were selected and analysed thematically. The results show storytelling helps vocabulary, listening, and speaking confidence. Role‑play boosts active participation, social interaction, and speaking skills. One study combined both with good results. However, most studies used classroom action research without control groups, small samples, unvalidated tools, short periods, and focused only on Islamic schools in Java. No longitudinal or direct comparison studies exist. Overall, storytelling and role‑play show clear promise, but current evidence remains preliminary. Stronger research designs are needed. Practical tips for teachers are also provided.
Co-Authors Budi Satriadi Budi Satriadi Nik Hanan Mustapha Nisak Ul Mujahidah